Aspire Teaching Conference Diagnostic Marking June 2014 Dame Alice Owens School Helen Wootton AST John Godfrey Deputy Head Jonathan Robinson CoDirector of Teaching Schools ID: 508653
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Dame Alice Owen’s SchoolA*spire Teaching ConferenceDiagnostic MarkingJune 2014Slide2
Dame Alice Owen’s School Helen Wootton (AST)John Godfrey
(Deputy Head)Jonathan Robinson(Co-Director of Teaching Schools)Slide3
‘Diagnostic marking' is akin to a Doctor’s diagnosis; so Assessing/Checking a piece of work (just like looking at the evidence to decide what's wrong with you) & planning the prescription or treatment, so 'How to improve/ reach the next level' etc.
Books should show a learning journey – an ongoing learning dialogue between the teacher and the student (illustrating the impact of learning over time).What is it?Slide4
CollaborationSlide5
Top 10 Tips for Diagnostic Marking:Using codes to save time and comment banks for positive commentsUsing stampers and stickers for praise and acknowledgement to pupil response to targets. Slide6Slide7
Green Pen Policy for Student response to target settingSlide8
DIRT?Slide9
DedicatedImprovement &ReflectionTimeSlide10Slide11
Book PolishingSlide12Slide13
Top 10 Tips for Diagnostic Marking:Targets can be questions, corrections, extension questions or asking a student to improve a section. (These should be responded to)Give time in lessons if possible for students to respond to targets given (or at least to begin the process).Give differentiated tasks as an outcome of diagnostic marking. Slide14Slide15Slide16Slide17
Recording Target Setting and Pupil response to targets with Practical Subjects:Matt Grimstead’s stuff
Matt
Grimstead’s
online tracking systemSlide18Slide19Slide20
Marking Collaboration:Proposal: For each departments to have a marking collaboration every term – one key stage per term.Slide21
Reverse horse shoe forum- give status to feedback sessions. Creates different mood- change layout of classroom. Pupils sit on inside (
indep work while waiting) teacher circulates around edge.
Delayed Feedback
(can be used after 4x4)
Pupils receive their feedback in a sealed envelope.
Triple Impact Marking
1. Student/peer proofreads work and highlights where they have met SC.
2. The teacher corrects errors and asks Qs about the students’ work: How could you…? Why might…? & sets a task which will require students to act on the feedback
ie
.
rewrite 2nd para ensuring that you…
3. Student answers the Qs and completes tasks using the feedback
Menu of Feed Forward Tasks
-
Pupils choose from:
annotate 2 changes you would make and say
why, rewrite a section, look again at SC 1-4
now add these to your work, make 6 changes
to your vocab choices, provide another
example
Recorded Verbal Feedback
Discussion with pupils about their work. Pupil makes notes about the discussion then teacher dates and verifies it.
4x4 Feedback
-
explore anonymous piece of work, pupils guess feedback that would go with it, model how to improve it (
inc
pupils), invite learners to do the same with their own work
DIRT
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(Dedicated Improvement and Reflection Time)-
plan discrete feedback sessions as a buffer. Set task
or question for pupils to answer.
Pupil Led Feedback
Pupils signal where they want the teacher to provide feedback. Teacher also makes prof judgement about any mistakes pupils have missed (can form part of a feedback discussion)
How are we doing display
Link classroom display to feedback- large scale
display of SC- e.g. place sticky notes next to it.
Keeps learning live between lessons and
demos progress over time
Diamond 9 Activity- Written and Verbal Feedback
Rank in order of how effectively the approach promotes independent pupil learning on the ranking template
Diamond 9:
ActivitySlide22
Diamond 9:
Activity
Place the cards in order of importance. The most important at the top and the least important at the bottom.